Self Reflection of In-Class Role Play

This reflective essay discusses the development of skills through in-class role play, including micro and non-verbal skills. It also evaluates future improvements for better outcomes and personality development.

Assessment 4: Essay on
self-reflection of in class
role plays

Table of Contents
Introduction......................................................................................................................................3
Main Body.......................................................................................................................................3
Conclusion.......................................................................................................................................4
References .......................................................................................................................................6

Introduction
Role playing can be effectively used in classroom as this serves as an effective technique
through which motivation and student engagement can be increased. The given report essay is an
inclusive of Self-Reflection over a class role play. For provided document, several skill
development will be reflected and possible area of development will be taken into consideration
for future personality development (Lee and Chao, 2018). The given reflective essay will be an
inclusive of development of micro as well as non-verbal skills. Lastly, given report will evaluate
on future improvements that can be facilitated in terms of getting desired outcomes out of efforts
and resources being invested.
Main Body
By participating for role play it was a fun activity for me in which I got opportunity to
learn several skill development. As I know that I am good in role plays, I was very excited and
confident that our group will definitely win this role play classroom activity. During the role play
as I was very excited about the activity for which I most cared about my communication skill.
Undergoing the activity, I felt that there were various uncomfortable situation as we were tasked
to work in groups for which I need to communicate to each individual irrespective of their
attitudes and believes (Ayling, 2018). In the role-play task I with my team were being tasked to
prepare a group activity that helps in development of micro skill which includes, feeling
reflection, content reflection, active listening skills and also were in inclusive of nonverbal
communication skills.
It can be said that supportive course materials and lessons taught in class in regards to
engaging with the community proved to be very helpful. Such course guided my efforts in
respect to effective personal development and also showed a significant boost to my
communication skills. Furthermore, the feedback which I obtained from my mentors during the
course of trimester was also very important. For the reason being derivates of such feedback
enabled me to take considerations over better initiatives through which productive performance
of the group activity was being taken into consideration. In the process being, my active listening
skills were being polished and were explored towards their further enhancement or
improvements.

At point of times I felt very nervous at the time of actual delivery of group role play in
front of my classmates. In its inclusion there were large audience for which we have to display
our role play. Off course with the fact that, I am good in communication however, facing such as
large audience was a very hard to me as it was the very first time for which I was role playing in
front of such a large audience. However, I hold my nerves and remembered all the lessons which
were taught in class. These helped me to overcome this challenge and directed my efforts
towards completion of the group task in the most effective manner (Wager, 2018).
Proceeding with classroom role-play, it can be reflected over several non-verbal cues.
These supports various communications that were made between individuals that doesn't have
any sort of direct verbal translation. These were body movements, facial expressions, body
orientation, details of dress etc. Through observing such activity, I got to know about in-depth
understandings of the concept and its relative importance. In addition to this, there were several
understandings for which better communication techniques were being proceeded. In its
inclusion while preparing for the role-play plans and strategies for delivering the role-play was
being discussed. Contrasting to lessons being taught in the class there were several instances for
which I understood the importance of changes that frequently guided me for undertaking group
activity task in the best form for their attainment.
In inclusive of my learnings gained from the role-play, I got to know about importance of
active listening and attending skills. Through the process being there were several instances for
which communication played a vital role in shaping productive activities. For the reason being
there were several tasks for which we have to communicate effectively with relative participants
of the groups. Also sometimes we need to communicate with other individuals those who have
authority in the role-play. Through the analysis it can be said that communication played a vital
role in delivering most effective role-play under which activities of the play was being focused
(Alexander and Boud, 2018).
For the given classroom activity i.e. role-play, there were several assumptions which can
be drawn. These assumptions states about their relevancy in terms of operating as a group and
performing the required tasks at desire standards. It is being believed that, as this is the group
activity overall markets or scores will be awarded on overall performance of members in the
team. These scores can relate to presentation of play, story and performance of each members
participating in the role-play. Furthermore, it can be said that, high command on presentation of

role-play task will be the most important for which better initiatives will be taken into
consideration for integrating the efforts made by individual members of the group that supports
effective development of future personal goals attributes and show a significant attractive
personality (Vuzo, 2018).
On the basis of analysis of role-play allotted to me there are various improvements which
can be focused for future personality development. These were in inclusive of decision-making,
confidence and presentation skills. This skills that are enables my attributes for further
development opportunities. Such skills are being illustrated in terms for their development for
future personality considerations and shaping my efforts and dedication for achieving heights in
being regarded as a successful individuals in my desired field of interest. Therefore, considering
such aspects of the reflection it can be said that I need to take considerations of development of
these skills which will promote me to progress on given task for which my personality
development plan will get a good boost.
Conclusion
From the analysis of above reflective essay, it can be concluded that, role play in
classroom provided me with development of variety of skills. Such skills helped me to polish my
existing skill-sets and abilities which were in accordance to pull better professional development.
Furthermore, through figuring out my uncomfortable zones and managing communication while
working in a group played an important role in my overall personal development.

References
Books and Journals
Alexander, S., & Boud, D. (2018). Learners still learn from experience when online. In Teaching
& Learning Online (pp. 3-15). Routledge.
Ayling, D. (2018). Measured Reflection to Assist in Dealing with Conflict: Can an Educative
Approach Improve Reflection and Cultivate a Healthier Classroom Community?.
In Reimagining Christian Education (pp. 175-196). Springer, Singapore.
Lee, K. C., Yu, C. C., Hsieh, P. L., Li, C. C., & Chao, Y. F. C. (2018). Situated teaching
improves empathy learning of the students in a BSN program: a quasi-experimental
study. Nurse Education Today, 64, 138-143.
Vuzo, M. (2018). Exclusion through language: A reflection on classroom discourse in Tanzanian
secondary schools. Papers in Education and Development, (29).
Wager, A. C. (2018). Section III Questions for Reflection and Further Applications for
Practice. Art as a Way of Talking for Emergent Bilingual Youth: A Foundation for
Literacy in PreK-12 Schools.